The Rules Of Knowledge

Knowledge’s rules of operation are vastly different than other forms of power such as fire, land, energy, or capital.

For one thing, knowledge is inexhaustible. It takes up no space. It is timeless and weightless. It is a strict disciplinarian, and demands absolute duplication.

Spiritual knowledge is the awareness and consciousness of the interaction of the flows of life-force particles and interdependence of the exactwho (including his dreams, visions, plans, abilities, and outcomes), what, where, when, why, how, mood, importance, value, and consequencesof those interactions and interdependences.

It is the correctly evaluated, fully owned result of accurate spiritual perception.

Spiritual ignorance is the unawareness of or refusal to perceive, or complete denial of the existence of the spirit and its interaction with the flows of life-force particles and interdependence of the exact who (including his dreams, visions, plans, abilities, and outcomes), what, where, when, why, how, mood, importance, value, and consequencesof those interactions and interdependences.

Mind knowledge is the stored mental image, the pictorial representation of interaction of the flows of life-force particles and interdependence of the exactwho (including his dreams, visions, plans, abilities, and outcomes), what, where, when, why, how, mood, importance, value, and consequencesof those interactions and interdependences. It is the correctly duplicated, cross-referenced files of accurately computerized, mentally pictorialized recordings.

Mind ignorance is the unknowingness or complete denial of the stored mental image, the blanking out of the pictorial representation of interaction of the flows of life-force particles and interdependence of the exact who (including his dreams, visions, plans, abilities, and outcomes), what, where, when, why, how, mood, importance, value, and consequences of those interactions and interdependences.

There is no such thing as a subconscious or unconscious mind; there is only selective perception.

The mind can be likened to a computer in that what is super-conscious, conscious, subconscious, or unconscious is strictly dependent upon the operator and their willingness to select what should be known and what should be unknown.

Assigning too much causative power to a mind empowers it with more cause than its operator, very dangerous indeed.

Outside forces can access programs in your mind and cause you to lose control, but those outside forces are always another operator; one who is pushing your buttons and keys, much like a computer hacker who breaks into your computer and messes with your programs.

Of course, people in close relationships are known to push one another’s buttons and keys.

This would be particularly stressful if you aren’t aware that you have buttons and keys, don’t know where they are, what the effects are, or what is set in motion. You’d truly believe that some gremlin or demon has taken possession of you and is running your programs.

Not so; it is just life, or someone, stomping on your buttons and keys and, unknown to you, setting your programs in motion.

Physical universe knowledge is knowingness of the actual interaction of the flows of life-force particles and interdependence of the physically exactwho (including his dreams, visions, plans, abilities, and outcomes), what, where, when, why, how, mood, importance, value, and consequencesof those interactions and interdependences of physical universe objects and bodies.

Physical universe ignorance is unknowingness or complete denial of the actual interaction of the flows of life-force particles and interdependence of the physically exact who (including his dreams, visions, plans, abilities, and outcomes), what, where, when, why, how, mood, importance, value, and consequences of those interactions and interdependences of physical universe objects and bodies.

Knowing and ignoring don’t just happen; they are actions that you do. It takes action done by you to produce your own knowledge or ignorance.

Knowledge always is demonstrated by its application and the degree of competence in the area.

Refusal or reluctance to apply, or a lack of application or competence in an area means the area is not fully known.

Discipline is the training that develops self-control, character, orderliness, and efficiency. In other words, the ability to start, continue, and produce the results envisioned and planned in the time, place, and shape intended, at a consistent level of excellence.

Duplication is the act or procedure of making an identical copy of an original; replication of the original, over and over.

The highest level of knowledge is permeation, the ability to experience spiritually the exact who, what, where, when, why, how, and mood, and their interaction, interdependence, and consequences.

Permeation is required to acquire knowledge, and acquiring knowledge requires discipline and duplication to persist and end up with the exact who, what, where, when, why, how, mood, and demonstration of competence.

For example: A New York bank sends an electronic transfer of $10,000,000 to its London branch. It requires discipline to send that knowledge.

The receipt point must duplicate exactly that knowledge in the form of a ten million dollar transfer from the sender.

Though no actual cash in the form of bills or coins arrives in London, the New York bank immediately has $10,000,000 less and the London branch has $10,000,000 more.

Should the sending operator be lackadaisical in his work habits and not enter the required order, nothing happens.

Or if a computer glitch in the London branch knocks out two zeros at the moment of receipt, only $100,000 is credited even though $10,000,000 was debited by the N.Y. branch.

Knowledge appears to last into infinity. That is, it has no boundaries of space, time or quantity, but continues forever. Knowledge does not wear out; it can be used over and over, by a few, or by many at the same time.

Knowledge creates exactness by supplying the information, then demands continued exactness, for without the precise spirit, perception, intention, vision, plan, action, motion, outcome, where, what, when, why, how, to whom, and their interaction, interdependence, order of importance, and estimation of value, one would have only an idea or presumption of ideas, not true knowledge.

The interchange of knowledge creates and demands trust on each side of the exchange.

Without the ability to rely on the integrity, ability, or character of each participant there would be no willingness to impart or accept the knowledge. Lack of trust renders the knowledge suspect and it cannot be acted upon.

Knowledge creates and demands exact perception.

The more knowledge a person has, the greater his ability to become aware and perceive correctly. To gain knowledge he must have an ability to become aware.

Empowered knowledge creates and begins to act on its own determinism.

An example of this occurred when the Japanese utilized their knowledge of computers in building ships. The effect of this marriage of knowledge, computers, robotics, and shipbuilding skills meant the Japanese could build better quality, more reliable, lower priced ships, which were delivered on time.

Ship owners were tired of buying poor quality, unreliable, overpriced ships, which might or might not be delivered on time, so they began buying ships built in Japan.

The consequence of this knowledge shift was that both England and the United States lost their shipbuilding industries, up to two million jobs and hundreds-of-billions of dollars.

It’s probable that another six million jobs and trillions of dollars were lost when all the support industries and suppliers were affected.

Knowledge creates and demands honor.

It takes this esteem, this probity, this maintaining of personal integrity, to keep knowledge pure and true. In the example of the transfer of ten million dollars from the bank in New York to its branch in London, if the London branch did not honor the New York bank, the transfer would be put on hold until actual cash arrived.

Knowledge creates and demands truth.

Without truth, all one has are falsehoods and suppositions, which are lies. Lies create unknowns, the province of ignorance. Again, if the New York bank were known to lie in its transactions, the London bank would be afraid to act and would wait until the transfer was verified.

Knowledge creates and demands reality.

Reality is what exists because its existence is agreed upon. If someone does not agree that something exists, it does not exist for that person.

Since true knowledge is the same no matter who owns it, it creates the basis for agreement which, when agreed upon, creates reality. The New York and London banks both must agree and have the reality that each entity exists and is capable of performing as promised.

Knowledge creates and demands respect.

One must show consideration and appreciation for all or duplication of what is there will be blocked and acquisition and retention of knowledge will be distorted.

The American and English shipbuilders already had lost the respect of buyers and operators of ships as to the quality and reliability of their products and their promises of prompt delivery.

When the Japanese produced a superior product on time, the ship buyers transferred their respect and the Japanese received their purchase orders.

Knowledge creates and demands extremely high velocity of action.

Increasing one’s knowledge allows one to operate in the faster, more certain manner needed to keep up with the changes that knowledge creates.

The application by the Japanese of superior knowledge and precision to the building of ships led to a much faster, therefore more economical, way to produce quality-built ships.

Knowledge creates and demands win-win for both sender and receiver.

If what is transferred between sender and receiver creates win-lose, it was not knowledge but half-truths and lies. True knowledge benefits all concerned.

The ship owners won because their ships were more reliable, more cost-efficient to operate and more predictable. The customer won lower costs and better prediction of schedules. The shipbuilder won because of higher profits and more satisfied customers. Thus, those with the knowledge won.

Knowledge creates and demands positions.

A position is a place or location, the way something is placed, a mental point of view, a situation relative to the circumstances, a social status, a job or role, or a principle or proposition put forward.

Knowledge can create any or all of these things for the knower. It also requires that the knower hold one or more of these as a place from which to receive, use, and disseminate knowledge.

The application of superior knowledge catapulted Japan to the number one position in shipbuilding.

Knowledge creates and demands recognition.

With knowledge, one is able to perceive, identify, and acknowledge the validity of the knowledge. To retain the knowledge, one must give it this recognition.

The positive win-win of the Japanese shipbuilding caused everyone who needed ships to recognize the superiority of the knowledge being applied.

Knowledge creates and demands acknowledgment.

One must avow or admit the existence, reality or truth of knowledge in order to retain it, and having knowledge allows one to do this.

For Japan’s superior knowledge, acknowledgment came in the form of massive orders for future fleets of ships and billions of dollars in payment.

Knowledge creates and demands literacy.

Literacy is not just the ability to read and write, it is the state of being well informed and educated.

In order for the ship owners and their customers to utilize the application of knowledge to the Japanese shipbuilding industry, the ship owners and customers had to learn this new knowledge.

Knowledge creates and demands competence and performance.

When one has full knowledge in an area, he is qualified to perform in that area and capable of doing so. This is competence.

The new shipbuilding knowledge created thousands of new jobs, increased competence and vastly increased performance.

Knowledge creates and demands reception (the ability to listen).

One must be able to receive knowledge in order to acquire it, and when one knows about something, it is easier to focus attention needed to gain further knowledge about it.

The shipbuilders in the U.S. and England could not receive the new knowledge of computerized shipbuilding, whereas the Japanese could. Thus the Japanese could acquire and utilize the new knowledge and, with it, take over the whole shipbuilding industry.

Knowledge creates and demands origination (the ability to communicate).

Knowledge gives one something to talk about, which in turn brings about an exchange and increase of knowledge.

The ship owners had to sit up and pay attention to the competitors and their vastly improved fleets taking away their business.

Knowledge creates and demands honesty.

One must be truthful and genuine with knowledge or it becomes lies and deception, which are the opposite of knowledge.

By constantly producing high quality, reliable, cost-effective products, the Japanese were able to deliver what they promised, so ship owners and clients were able to deliver what they promised.

Knowledge creates and demands presence.

To attain and relay knowledge, one must be in the same place at the same time as the knowledge. The more knowledge one has, the more accurate one is in being in the same place at the same time as the knowledge.

Knowledge creates and demands skills.

When one truly has acquired knowledge, one gains the ability to perform with it, and in this performance one validates the knowledge one has and sees where more knowledge is needed.

Knowledge creates and demands plans.

With knowledge, one can lay out the detailed programs and methods needed to accomplish what one wants, which in turns leads to the necessity to acquire more knowledge.

Basic to the Japanese rise to power in the ship building industry were the computer aided designs programmed into the robotics used in the cutting and welding procedures.

Knowledge creates and demands processes.

A process is a series of actions, changes, or functions that produces an outcome or product. It takes knowledge of the actions, changes, or functions to perform them.

By working smart and programming every step of the shipbuilding process, the Japanese were able to minimize errors and waste of time, money, materials, and equipment.

Knowledge creates and demands visions.

When one knows about something, one can envision or picture it. When one can envision something, one has a reference point to use in collecting further knowledge.

Part of the shipbuilding program was envisioning each part of the ship and how to handle it before one piece was put in place.

Knowledge creates and demands comprehension.

In order to know something, one must be able to embrace it, grasp it mentally, and understand it fully. This brings about comprehension.

Knowledge creates and demands learning.

Learning is the action of studying and experiencing to gain knowledge. The first step is to know what one needs to learn; the second step is learning it.

Knowledge creates and demands awareness.

When one knows of something, he is able to study it. The more one knows of something, the more conscious or aware of it he becomes.

Knowledge creates and demands new solutions to old problems.

Problems are always solved successfully by the increase and advancement of knowledge. Therefore, the greater the problem, the more numerous the unknowns, lies, and misconceptions.

Knowledge creates and demands new problems because of old solutions.

When advancing knowledge solves old problems, a great deal of change takes place. That change creates a new problem, namely, how to handle this new problem.

Knowledge creates and demands help.

The best use of knowledge is in the betterment of self and others. Knowledge not fully owned and used will be forgotten, lost, or useless.

Knowledge creates and demands support and contribution.

The operating procedure of ignorance is subjugation, taking away, harming, and blocking, stopping, or entering conflicting purposes. Therefore, knowledge demands support and contribution toward the common purpose.

Knowledge creates and demands the highest adherence to principles.

Knowledge gives one the wherewithal to establish moral and ethical standards, judgments, or principles. One must maintain these standards and judgments in order to acquire and make use of, thus retain, the knowledge.

Knowledge creates and demands purpose.

With knowledge, one knows what does or can exist and what is truly wanted, thus one can have dreams and goals to pursue. Without pursuit of dreams and goals, knowledge has no purpose.

Knowledge creates and demands upward changes of mood.

Knowledge raises one’s awareness, which always produces a rise in emotional and mood level. If one’s mood doesn’t change, his awareness won’t change and he won’t retain the knowledge.

Knowledge creates and demands improvement.

Increased awareness, abilities, comprehension, and skills are all the result of knowledge, and are the basis of improvement.

Knowledge creates and demands integrity.

In addition to adherence to a code of behavior, integrity means the state of being sound, complete, or whole. Knowledge gives one the ability to have complete or whole understanding of something.